Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum
Background The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating student...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Medical Education Online |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2024.2412399 |
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| author | Lauren D. Branditz Andrew P. Kendle Cynthia G. Leung Christopher E. San Miguel David P. Way Ashish R. Panchal Jennifer Yee |
| author_facet | Lauren D. Branditz Andrew P. Kendle Cynthia G. Leung Christopher E. San Miguel David P. Way Ashish R. Panchal Jennifer Yee |
| author_sort | Lauren D. Branditz |
| collection | DOAJ |
| description | Background The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students’ procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school.Methods Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores.Results Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively.Conclusions Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training. |
| format | Article |
| id | doaj-art-00065dd4cfd64d3588040e76d40ddb9d |
| institution | OA Journals |
| issn | 1087-2981 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj-art-00065dd4cfd64d3588040e76d40ddb9d2025-08-20T01:54:26ZengTaylor & Francis GroupMedical Education Online1087-29812024-12-0129110.1080/10872981.2024.2412399Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculumLauren D. Branditz0Andrew P. Kendle1Cynthia G. Leung2Christopher E. San Miguel3David P. Way4Ashish R. Panchal5Jennifer Yee6Department of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USADepartment of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USADepartment of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USADepartment of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USADepartment of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USADepartment of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USADepartment of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USABackground The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students’ procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school.Methods Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores.Results Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively.Conclusions Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.https://www.tandfonline.com/doi/10.1080/10872981.2024.2412399Mastery learningtherapeutic procedureseducationundergraduate medicaliatrogenic diseasequality improvement |
| spellingShingle | Lauren D. Branditz Andrew P. Kendle Cynthia G. Leung Christopher E. San Miguel David P. Way Ashish R. Panchal Jennifer Yee Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum Medical Education Online Mastery learning therapeutic procedures education undergraduate medical iatrogenic disease quality improvement |
| title | Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum |
| title_full | Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum |
| title_fullStr | Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum |
| title_full_unstemmed | Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum |
| title_short | Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum |
| title_sort | bridging the procedures skill gap from medical school to residency a simulation based mastery learning curriculum |
| topic | Mastery learning therapeutic procedures education undergraduate medical iatrogenic disease quality improvement |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2024.2412399 |
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